Assessment Chapter 3 Lisha Fluellen February 5, 2017

Assessment Assessment is the process of gathering data in order to better understand the strengths and weaknesses of students learning. Formal Assessment-standardized tests given under controlled condition so that groups with similar backgrounds can be compared. Informal assessments record observation using anecdotal records

Standardized Assessments Advantages Indicates if a student needs additional screening designed for validity and reliability Reliability measures what it claims to measure on a consistent basis Disadvantages Multiple choice format allows for guessing and can result in accurate scores Some students could potentially answer questions correctly without comprehending text.

Intelligence tests determine the scholastic aptitude of students The 11 Standards for the Assessment of Reading and Writing were written by The National Council of Teachers of English and the International Literacy Association Tests based on Common State Standards Smarter Balanced Assessment(SBAC) Partnership for Assessment of Readiness for College and Careers(PARCC) Intelligence, achievement and diagnostic are three types of formal standardized tests Intelligence tests determine the scholastic aptitude of students Assesses the ability to comprehend complex texts Analyze sources in writing Conduct and report on research Speak and listen while assessing Critically read complex literacy and information texts Produce writing for different purposes

Individual and Group Intelligence Test Achievement Tests measure the current level of a student’s performance in a variety of areas two types of achievement tests normed reference students achievements are compared to level national norms results are reported in forms” grade equivalent scores stanine scores percentile ranks standard score criterion-referenced helps teachers identify student weakness students performance can be compared to a pre-determined goal Diagnostic tests determine a student's strengths and weaknesses can be administered in groups and individually

Informal Assessments gauge individual students diagnose reading problems check student's reading level analyze which cueing systems students use when making sense of print highlights student's interest and aptitude monitor Growth allow for reflection on literacy opportunities for setting realistic goals supports teacher in planning for instruction

Informal Tests Emergent Reading and Writing Instruments administered individually Informal Reading Inventories set of leveled words with comprehension passages Miscue Analysis designed by Yetta Goodman and Carolyn Burke Miscues can change, disrupt or enhance the meaning of a written text Assessments are administered individually to determine what a child understands about reading and writing Print concepts are assessed

Types of Miscues substitutions mispronunciations often reflects a student's dialect repetitions- words that students repeats insertions-are words that student add to the text omission--words that are dropped from text retrospective miscue analysis running records cloze tests

Informal Assessment Running Records designed by Marie Clay allows for observation of student, score and interpret a student's reading behavior three step process-record, examine and determine goals determine a student's instructional level analyze cues used and neglected during reading analyze the student's strategic processing of text quantitative analysis identifies the reading level qualitative analysis determines which cueing system the student uses https://youtu.be/x82Io5TxPGw

Informal Assessment Cloze tests Maze tests Anecdotal Records understand how readers use context and background for instruction determine if text is too easy or too difficult Maze tests purpose is to allow younger students to show what background knowledge and context clues they use when they encounter unknown words Anecdotal Records notes a teacher makes about a student behavior begin taking notes at the beginning of the year until the end of the school year

Informal Assessments Checklist Rubric used to gauge literature gains throughout the year objective to assist with observation of behaviors and performance to assist in planning for instruction to compare evidence of behaviors over time Rubric describes the knowledge and skills a particular project or performance demonstrates scoring guides for particular assignments or evaluation identify weaknesses of individual students

Informal Assessments Portfolios-Collections of student work Working portfolios best-work portfolios growth portfolios electronic portfolios English Learners LAS-O and LAS-RW measures growth -not diagnostic Authentic assessment measures knowledge permits the student to demonstrate knowledge through non-language methods observation of student's abilities and willingness to participate in literacy discussions

Authentic assessments for ELL Hurley and Blake's six principals for authentic assessments(2000) activities should aid in making instructional decisions strategies should aid in teachers finding out what students know and can do holistic context for learning should be considered and assessed activities grow out of authentic learning longitudinal are best specific objective-linked purpose

Informal Authentic Assessments Language experience approach(LEA) --the teacher writes the text as the student dictates the experience Lenski suggested modifications for teacher created assessments oral tests-reading the test to the students and allowing oral responses testing in small segments using visuals like photos, drawings, charts etc use of glossaries in English or native language simplify vocabulary simplify directions write tasks instead of questions take frequent breaks give double grades-on essays correct response and grammar correctness

How to know your students and how they get to know themselves Use of surveys(pp.66-69) personal surveys literacy perception scales student self assessment book logs skill logs reflection logs goal setting logs Technology and assessment-many free sites that can be uses to asses the students a different way(page 70)

Resources https://sites.google.com/site/officeofautism/assessment-tools DeVries, B. A.(2008). Literacy assessment & Intervention For Classrooms Teachers. Holcomb Hathaway, Publishers, Arizona.